3 JACS code: Mode of delivery: Mode/s and duration of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: X300 Face to face, blended, online Full Time, Part Time, Block Delivery English The QAA framework for higher education qualifications (descriptor for Level 7 master's degree The UK, SCOP, QAA and UCET statement on the PGCE Qualification n/a Humanities and Social Sciences May 15

4 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/ distinctiveness of the programme The School of Education at Oxford Brookes University is a thriving centre for world leading educational research and teacher professional development. Programmes in the School of Education include undergraduate BA degrees in Education Studies, Childhood Studies and English Language and Communication, and Initial Teacher Education, as well as doctoral research and the taught Educational Doctorate (EdD) programme. Students on the MA Education programme therefore join a large research community comprising researchers at all levels of higher education study who have chosen a degree in education, childhood or language either to support their professional development or for its own sake. Research and consultancy strengths in the School of Education include leadership and management, TESOL, SEN and Literacy Difficulties, the philosophy and policy of higher education, the development of primary teaching and the primary curriculum, addressing behavioural difficulties, FE pedagogy and Philosophy of Education. The programme has been designed to enable students to engage with leading researchers and practitioners in these fields, evaluate recent research, and conduct their own research into these specialist areas. The research strengths of the School of Education are reflected in the possibility to opt for a named pathway through the MA Education in Childhood and Youth Studies, TESOL, Leadership and Management, or Higher Education, as well as in the range of specialist named certificates (PGCerts) that are offered as entries into MA level study. Students need not, however, specialise in one of these pathways, and may decide to put together an inter disciplinary degree in Education. The programme has been designed to meet the needs of professionals who wish to study alongside a full time work commitment. Those not yet wishing to commit to full MA study are advised to consider enrolling on a year long certificate course (PGCert), which carries an award of 60 credits (one third of the full MA). Students can then choose at a later date to study for a further 1 credits (6 modules) to complete the full MA degree. The programme can be studied full time (in one year) or part time (normally completed within three years). MA Education: TESOL is also available in a fully online format. 2.2 Aim/s of the programme The MA in Education and associated programmes aims to: Create a learning environment that draws upon the divergent intellectual and practice backgrounds of students; Represent the diversity of theories and approaches within the interdisciplinary study of education, childhood and language throughout each of the strong thematic strands in the programme: childhood and youth, learning and curriculum design and evaluation; leadership and management; further and higher education, TESOL and special educational needs; Develop a critical and theoretical perspective on contemporary issues, debates and policies around education, childhood and language; Improve and develop professional organisations through critical enquiry, reflection and the promotion of creative thinking and innovative practice;

5 Engage students with up to date and world leading research and researchers in education / childhood / language studies and develop their confidence and ability to contribute to the research community SECTION 3: PROGRAMME LEARNING OUTCOMES Graduates of the programme will be able to: Academic literacy analyse and critically reflect upon the theoretical underpinnings of historical and contemporary definitions and understandings of chosen field; critically identify, analyse and evaluate subject specific and multidisciplinary literatures; locate and explain their own practice and scholarship through a range of theoretical frameworks; recognise, analyse and critique policy at three levels: local (the individual class / organisation), national and global; achieve a comprehensive understanding and critical awareness of theories of personal development and learning across the lifespan and the impact of social, cultural and economic factors on well being and achievement* *Statements in italics refer to the full MA but not to PGCertificate courses. Research literacy develop theoretical, methodological and analytical skills to evaluate research outputs and methodologies in chosen field; apply knowledge of research findings to advance professional practice; demonstrate a comprehensive knowledge of appropriate research and evaluation strategies for particular enquiries; demonstrate self direction and originality in the application of advanced research skills in the design and undertaking of research projects.* *Statements in italics refer to the full MA but not to PGCertificate courses. Critical self awareness and personal literacy increase capability for critical appraisal, for example in the identification of assumptions and implicit values in propositions, and in the evaluation of those propositions in terms of the available evidence; increase effectiveness in performance within a team environment and be able to recognise and mediate individual learning and working styles; evaluate your own performance and personal learning strategies using formal and informal approaches, making appropriate use of feedback from peers and students.

6 Digital and information literacy develop confidence in using web based communication systems for broadening learning and accessing and sharing knowledge and understanding; develop competence in accessing and judging the quality of information, from a range of digital data bases and archives; demonstrate knowledge of digital tools to enhance research and evaluation strategies and analyse and present data; present material clearly and engagingly to specialist and non specialist audiences, using a range of digital media. Global citizenship understand and skilfully apply the conceptual tools to make valid comparisons across cultural and international boundaries; explore, debate and evaluate current and potential social, cultural and educational issues drawing on international findings ; monitor and critically examine the way you respond to academic, pastoral or administrative issues, taking into account the multiple dimensions of diversity.

8 P70023 Knowledge, Power and Curriculum Acceptable P70016 Language Acquisition: Principles and Practice Acceptable P70077 Language Teaching: Learning and Creativity Acceptable P70806 Leadership in the Early Years* Acceptable (PGCert: Early Childhood) P70051 Leading and Managing People in Education Acceptable P70052 Leading Change in Education Acceptable P70801 Learning and Development in Childhood Acceptable P70026 Learning, Pedagogy and Technology Acceptable P70661 Literacy Difficulties: Assessment and Intervention* Acceptable (PGCert: Literacy Difficulties) P70663 Managing Issues in Special Educational Needs* Acceptable (PGCert: National Award for SEN Coordination) P70660 Managing Literacy difficulties in School* Acceptable (PGCert: Literacy Difficulties) P70009 Mind and Brain Acceptable P70689 Pedagogy in the Life long Learning Sector* Acceptable (PGCert: Further Education) P70010 Philosophy and Policy of Higher Education Acceptable P70665 Policy and Practice for Special Educational Needs* Acceptable (PGCert: National Award SEN Coordination) P70612 Professionalism in the Life long Learning Sector* Acceptable (PGCert: Further Education) P70691 Reading for Pleasure in the Primary Classroom* Acceptable (PGCert: Children s Literature) P70694 Reflecting on Teaching Practice* Acceptable (PGCE without QTS) P70693 Science Education 5 13* Acceptable (PGCert: Science Education 5 13) P70662 Teaching and Learning for SEN* Acceptable (National Award SEN Coordination) P70804 Working with Children, Young People and their Acceptable Families P70695 Young People in Challenging Contexts* (PGCert: Challenging Behaviour) Acceptable *These modules comprise core elements of PGCert awards and may not be offered to students registered for the MA Education if the relevant certificate is not offered in a particular academic year. MA Education: Childhood and Youth Studies For the award of MA Education: Childhood and Youth Studies, the following modules are compulsory: P70001 Researching Education, Childhood and Language P70002 Dissertation 60 Childhood and Youth Studies Focus Students must complete any three of the alternative compulsory modules: P70801 Learning and Development in Childhood P70802 Children s Imaginative Worlds P70690 Children s Literature Through the Ages (PGCert: Children s Literature)

9 P70803 Children and Young People s Spaces and Places P70800 Conceptions of Childhood P70806 Leadership in the Early Years (PGCert: Early Childhood) P45000 Risk and Protection of Children (MSc Children, Young People and Family Wellbeing) P24112 Understanding Developmental Disorders (MSc Child Development and Learning) P45004 Vulnerable Children and Young People (MSc Children, Young People and Family Wellbeing) P70804 Working with Children, Young People and their Families P70695 Young People in Challenging Contexts (PGCert: Challenging Behaviour) Additionally, 40 credits from modules acceptable to the MA in Education MA Education: Higher Education For the award of MA Education: Higher Education, the following modules are compulsory: P70001 Researching Education, Childhood and Language P70002 Dissertation 60 Higher Education Focus P70010 Philosophy and Policy of Higher Education P70409 Inquiry and Reflection in Higher Education 40 (Post graduate Certificate in Teaching in HE) You must take credits from the following modules: P70405 Learning and Teaching in Higher Education (Post graduate Certificate in Teaching in HE) P70407 First Steps into Learning and Teaching 10 (Post graduate Certificate in Teaching in HE) P70408 Teaching online 10 (Post graduate Certificate in Teaching in HE) P70410 Designing and Developing an International 10 Curriculum in Higher Education (Post graduate Certificate in Teaching in HE) Additionally, any credit module acceptable to the MA in Education MA Education: Leadership and Management For the award of MA Education: Leadership and Management, the following modules are compulsory: P70001 Researching Education, Childhood and Language P70002 Dissertation 60 Leadership and Management Focus P70051 Leading and Managing People in Education P70052 Leading Change in Education Additionally, 60 credits from modules acceptable to the MA in Education

10 MA Education: TESOL For the award of MA Education: TESOL, the following modules are compulsory: P70001 Researching Education, Childhood and Language P70002 Dissertation 60 TESOL Focus P70016 Language Acquisition: Principles and Practice P70015 Descriptions of English You must take one of the following: P70017 ELT Changing Methodologies P70077 Language Teaching: Learning and Creativity You must also take one of the following (which can include modules not chosen above): P70005 Comparative and International Education P70017 ELT Changing Methodologies P700 ELT Materials Writing P70030 English as an Additional Language P70018 English for Specific Purposes P70077 Language Teaching: Learning and Creativity Additionally, any credit module acceptable to the MA in Education PGDip Education: TESOL For the award of PGDip Education: TESOL, the following modules are compulsory: P70001 Researching Education, Childhood and Language P70002 Language Acquisition: Principles and Practice P70015 Descriptions of English You must take one of the following: P70017 ELT Changing Methodologies P70077 Language Teaching: Learning and Creativity You must also take one of the following, which can include modules not chosen above: P70005 Comparative and International Education P70017 ELT Changing Methodologies P700 ELT Materials Writing P70030 English as an Additional Language P70018 English for Specific Purposes P70077 Language Teaching: Learning and Creativity

11 Additionally, any credit module acceptable to the MA in Education PGDIP (1 credits) PGDip Education PGDip Education: Childhood and Youth Studies PGDip Education: Higher Education PGDip Education: Leadership and Management Candidates satisfying all of requirements for a named MA award except the 60 credit dissertation may exit with a PGDip. Requirements for Postgraduate Certificates (PGCert, 60 credits) Artist Teacher P70654 Integrating Contemporary Practice in the Classroom P70655 Developing Personal Artistic Practice 40 Double Module Challenging Behaviour P70609 Perspectives on Challenging Behaviour 40 credits from the following modules: P70011 Action Research Acceptable 40 Double Module P70695 Young People in Challenging Contexts Acceptable P70804 Working with Children, Young People and Families Acceptable P70014 Investigating Practice Acceptable Children s Literature P70691 Reading for Pleasure in the Primary Classroom P70690 Children s Literature through the Ages P70014 Investigating Practice Childhood and Youth Studies Any modules totalling 60 credits from: P70801 Learning and Development in Childhood acceptable P70802 Children s Imaginative Worlds acceptable P70690 Children s Literature Through the Ages acceptable (PGCert: Children s Literature) P70803 Children and Young People s Spaces and Places acceptable P70800 Conceptions of Childhood acceptable P70806 Leadership in the Early Years acceptable (PGCert: Early Childhood) P70804 Working with Children, Young People and their acceptable Families P70695 Young People in Challenging Contexts acceptable (PGCert: Challenging Behaviour) Early Childhood P70801 Learning and Development in Childhood P70806 Leadership in the Early Years One of the following: P70802 Children s Imaginative Worlds Acceptable P70014 Investigating Practice Acceptable Education 60 credits from any modules acceptable to the MA in Education

12 TESOL P70016 Language Acquisition: Principles and Practice P70015 Descriptions of English One of the following: P70077 Language Teaching: Learning and Creativity Acceptable P70017 ELT Changing Methodologies Acceptable PGCE without QTS* P70694 Reflecting on Teaching Practice P70011 Action Research Acceptable 40 P70315 Developing Professional Practice Acceptable P70312 Research Informed Practice Acceptable English as an Additional Language P70016 Language Acquisition: Principles and Practice P70030 English as an Additional Language One of the following: P70014 Investigating Practice Acceptable P70005 Comparative and International Education Acceptable ELT Materials Writing P70017 ELT Changing Methodologies P700 ELT Materials Writing One of the following: P70014 Investigating Practice Acceptable P70691 Reading for Pleasure in the Primary Classroom Acceptable (PGCert: Children s Literature) P70690 Children s Literature through the Ages Acceptable (PGCert: Children s Literature) Further Education One of the following: P70612 Professionalism in the Life long Learning Sector P70689 Pedagogy in the Life long Learning Sector 40 credits from following: P70612 Professionalism in the Lifelong Learning Sector Acceptable P70689 Pedagogy in the Lifelong Learning Sector Acceptable P70014 Investigating Practice Acceptable P70011 Action Research Acceptable 40 Double Module Primary Maths P70692 Enhancing Mathematical Pedagogy One of the following: P70011 Action Research Double Module P70014 Investigating Practice If necessary, a third module to be taken from any acceptable to the MA in Education Science Education 5 13 P70693 Science Education 5 13 One of the following P70011 Action Research 40 40

13 Double Module P70014 Investigating Practice If necessary, a third module to be taken from any acceptable to the MA in Education National Award for SEN Coordination P70665 Policy and Practice for Special Educational Needs P70662 Teaching and Learning for SEN P70663 Managing Issues in Special Educational Needs Working with Children with Literacy Difficulties P70608 Perspectives on Literacy Difficulties P70661 Literacy Difficulties: Assessment and Intervention P70660 Managing Literacy Difficulties in School * PGCE here refers to 'Post Graduate Certificate in Education', in accordance with the QAA statement on the PGCE qualification, available at: onthe PGCE Qualification.aspx 4.2 Professional requirements In general, there are no professional requirements for enrolment on the MA in Education. There are exceptions for three specialist certificate courses: PGCert National Award for SEN Coordination All applicants must have Qualified Teacher Status. PGCert Artist Teacher Applicants need to be working in art education in some capacity. It is preferable that candidates have a first degree in education or an art related practice. Applicants do not need to be qualified teachers. PGCE without QTS Candidates for the PGCE without QTS must either have completed QTS or be already enrolled on a course that awards QTS. SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Teaching will be carried out in conventional post graduate seminars or fully online, or you might mix modules with different modes of delivery. The main strengths of the seminars are the opportunities to meet internationally recognised researchers in childhood, education and language and discuss educational ideas with your peers. Your module tutor will guide you to appropriate reading and support you in your understanding of a range of types of academic texts, including monographs, journal articles and a range of visual and alternative media. You should also consult the electronic reading list on your module Moodle page. You may prefer to study online. Whatever your preferred mode of study, you will need to get used to engaging with online resources via each module s virtual learning environment ( Moodle ) pages and engaging in online discussion and other tasks, as your module cohort will be made up of face to face students and others who mostly have a presence online.

14 The aim of the course is to integrate you into a community of researchers. All students who progress to full MA will carry out their own piece of independent research for the Dissertation, but there are also opportunities on other modules to carry out independent field work. You are encouraged to attend the School of Education research seminar series, which invites speakers from a range of academic and professional contexts and which is designed to complement your course. MA students in the School of Education have had their work accepted for publication and this is an aim that you can aspire to. A major focus of the programme is developing research literacy. Students who enrol on a Post graduate Certificate will firstly study a module in your chosen specialist field, which is designed to introduce you to the key literature in the field and develop your academic literacy in your specialist area. All students on the full MA programme take the core module in Researching Education, Childhood and Language, which will enable you to consider a range of methodological approaches and research method and consider their appropriateness to a particular enquiry. This module draws on a substantial online repository that is available to students whatever stage they are in their MA study (including students enrolled on postgraduate certificates). Ask your academic advisor if you require guidance in accessing and making use of this repository. It may be a long time since you carried out any study in social sciences or related disciplines, or you might be unused to the academic approaches and practices necessary for the study of education, childhood, or language. In this case, the Developing MA Literacies module (P70003) is highly recommended as an induction into MA level study. All modules are assessed by coursework and will incorporate opportunities for formative assessment that are specified in the module description. Each module will incorporate a workshop that focuses specifically on the requirements for the module assignment. These will have a practical focus on the particular skills required. The assessment will reflect the overall learning outcomes of the course and those of individual modules. This strategy is informed by the Brookes Assessment Compact. It will be based on the principles of ongoing, formative assessment as well as the summative assessment of learning. All courses are assessed through course work; there are no examinations. Each module taken on any course is assessed separately, based on a task and written work submitted during the course. Each assignment is intended to contribute cumulatively towards the overall aims and learning outcomes of the course, culminating in the development of the skills required to complete the dissertation successfully. At the beginning of each module the module leader will give information about the method of assessment, the proportions of the total mark attributable to particular aspects of coursework and any deadlines involved. Assignment workshops will be integrated into the teaching of each module. The assessment tasks take a number of forms. This may include being required to write an essay or report, participate in an online discussion forum, deliver an oral presentation, construct an annotated bibliography, review a text, or complete another task appropriate to the content and learning outcomes of the unit being assessed. Assignments will be assessed with reference to guidelines provided in individual module handbooks and will relate closely to the learning outcomes for that particular module. Assignment feedback sheets will provide formative feedback in relation to particular module outcomes and also show progress against a matrix of performance criteria common to all modules. This matrix describes general criteria for M level performance in relation to the grade boundaries and provides an indicator of progress through the programme. The matrix is also an important tool for tutors in the moderation of assignments. A separate, but linked, matrix is used for the moderation of dissertations. 5.2 Assessment regulations The programme conforms to the University Regulations B4 for taught post graduate programmes. SECTION 6: ADMISSIONS

15 6.1 Entry criteria a) A good degree or equivalent professional qualification b) Applicants whose home language is not English must demonstrate that their level of English is appropriate for study at postgraduate level. The following qualifications meet the University s requirements: GCSE (A C), or O level English Language or IELTS 6.5 or above or TOEFL score of 575 or above for the paper based test or 233 or above for the computer based test or 90/91 for the internet based test. c) Due to the blended learning approaches used on the course, each student will need reliable access to the internet through a broadband connection. Students may join the course in September, the main point of entry, or, because the course is modular, it is also possible to start the course in January in the part time mode. 6.2 DBS checks A DBS check is not required for the study of Education, however it may be required in particular modules. Entrants anticipating that they will carry our observation or other research with children (i.e. those opting for the Childhood and Youth Studies strand) should have a DBS check on entering the course to ensure they can gain access to settings for children. It is understood that those studying for the PGCE without QTS will have a DBS check as part of their relationship with the institution in which they work, and this must be demonstrated as an entry requirement of the course. SECTION 7: STUDENT SUPPORT AND GUIDANCE 7.1 Induction At the beginning of the course you will be introduced to the course team and have training on the use of the Library, the library collection and search facilities, and on accessing the Library at a distance. You will also be given a training course on how to use the Virtual Learning Environment (Moodle). 7.2 Course team roles and responsibilities The role of the Course Leader is to co ordinate the different modules which constitute the programme (including the assessment and evaluation); they are the person to go to for academic advice in relation to the programme as a whole, or any concerns you may have about doing the course. There may also be a subject leader who specialises in your named pathway, if you have opted for one, e.g. Childhood and Youth Studies, or TESOL. Each certificate also has a nominated Cert leader who you can approach in the first instance on academic issues. Personal development planning is encouraged throughout the course and you will be assigned an Academic Advisor to identify your developmental and professional needs and support your progress. For concerns in relation to a particular module, contact the Module Leader. The Module Leader is a lecturer who has responsibility for the setting up and delivery of the learning experience, within the framework provided by the module description, and they are also concerned with all aspects of your assessment. Each module leader produces a module handbook which contains details of the input, reading lists and assessment requirements. As the focus of your dissertation becomes clearer you will be put in touch with a Dissertation Supervisor who has an interest in your topic area and they will support you in the preparation and submission of your research writing.

16 7.3 Peer Group Support In addition to the academic support provided by the University you will find it valuable to utilise the skills and abilities of your peer group. In all modules, sessions will be set up to facilitate the exchange of ideas, knowledge and experience between course participants. The Brookes Virtual Learning Environment (Moodle) also extends opportunities for academic discussion, the sharing of practice, and social communication. 7.4 Other Support Mechanisms Student Services As a student of Oxford Brookes University, you are encouraged to take advantage of the network of support services available within the University. As well as support for the development of academic skills, there are various dedicated student support services available through the University Student Services Department and also through the Brookes Union Student Advice Centre. Students are encouraged to make use of these and other support services throughout the University. You can find out more information about Student Services from their web page at: The faculty s Student Support Co ordinators are available to advise you on putting together your programme, applying for mitigating circumstances, or getting in touch with additional sources of support: brookes/faculties and departments/faculty of humanities and socialsciences/contacts/student support coordinators/ 7.5 Brookes Students Union For issues around Feedback and participation Appeals, complaints and disciplinary matters Support and guidance Facilities and Services Equal Opportunities you can also contact the student union: SECTION 8: GRADUATE EMPLOYABILITY This is a degree that relates strongly to participants current or future working contexts and in which students may draw directly on work based projects for their assignments. It is intended to deepen and enrich their professional contribution by increasing their knowledge and understanding and developing their disciplinary and professional skills. However the degree is not linked to professional standards, and impact on professional roles is not measured independently of participants evaluation of the course in general. N.B. The PGCE without QTS is intended to support professionals who are working toward or who have already been awarded QTS and does not award Qualified Teacher Status. SECTION 9: LINKS WITH EMPLOYERS The programme team meets with a range of employers in the education sector to discuss future provision. Employers often provide additional support to course participants, particularly in the action research elements of the course. Employers are also invited to support some components of module teaching. SECTION 10: QUALITY MANAGEMENT 10.1 Indicators of quality/methods for evaluating the quality of provision

17 The MA in Education is evaluated using a range of materials and processes including individual module and whole course evaluations, feedback via participant representatives to regular meetings and commentary from the External Examiners. Each cohort of students is requested to identify at least one student representative who will provide feedback to the Course Committee. These sources of evidence are collated by the Course Leader and become part of the evidence brought to the Annual Course Review. Minutes from this meeting are returned to the Head of the School of Education to inform the School review and planning. Minutes from this meeting will in turn be forwarded to the University Academic Audit and Standards Committee. Actions from the Annual Review are taken forward through the Course Committee. The Course Committee meets three times a year and is responsible for the development of the course in relation to internal (e.g. School and University) and external (e.g. QAA) expectations. The committee is charged to discuss, review, monitor, and if required, take action in relation to the course content and processes and respond to feedback Examination Committee An Examination Committee is responsible for maintaining the academic standard of the MA Education. The University is required to appoint External Examiners to confirm the quality of awards made by Oxford Brookes University. The role of the External Examiner is to oversee standards and not to mark students' work. Reports are produced by External Examiners on an annual basis and these are available for students to view. The complete APQO guidance on the role of External Examiners can be found at: https://www.brookes.ac.uk/about brookes/directorates/academic and student affairs/academicregistry/academic policy and quality office/external examining/

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